This study used an interactive dynamic simulation of action potential to explore social practices of learning among first year undergraduate biology students. It aimed to create a learning environment that fosters knowledge building discourse through working with multiple concept-specific representations. Three hundred and eighty-nine students and twenty-four tutors from different tutorial classes in Queensland, Australia participated in the study. Students were randomly allocated to two experimental groups and a comparison group. In the experimental groups, pairs of students used the interactive simulation to explore action potential. Only one of the experimental groups received instruction that modelled the scientific and visual language conventions of the representations within the simulation. In the comparison group, small groups of students used a traditional paper-based activity. Students across all groups were audio recorded using a think-aloud protocol while completing the group activity. Individual learning gains in the experimental groups and the comparison group were similar. However, the experimental groups showed a significantly greater frequency of knowledge construction discourse that included explanatory answers, evaluations, interpretation, testing and synthesis compared to the comparison group, indicating a deeper understanding of action potential. Analysis of misconceptions on the post-test and tutors' reflections revealed that the experimental group receiving instruction modelling the scientific and visual language conventions around the representations had a better grasp of the terminology associated with the concepts compared with the other groups. The findings suggest that instruction focussing on the language conventions of concept-specific representations fosters the development of disciplinary discourse by transforming students' social practices of working with scientific knowledge.